Una agenda di ricerca sui MOOCS: la prospettiva delle scienze sociali
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Contenuto principale dell'articolo
Abstract
Creati per aiutare le università ad innovare i propri modelli pedagogici, i MOOC stanno prendendo diverse strade, in alcuni casi per intervento delle politiche pubbliche, in altri come risultato delle strategie di mercato. Interrogare il fenomeno MOOC solo dalla prospettiva pedagogica e delle teorie dell’apprendimento comporta tuttavia sottostimare l’impatto dei MOOCs sull’evoluzione dei sistemi educativi. Questo articolo intende proporre una agenda di ricerca sull’impatto sociale dei MOOC per riflettere sui cambiamenti che stanno avvenendo nelle politiche educative, nella cultura accademica e negli strumenti di misurazione dell’apprendimento. Per questa ragione suggeriamo di focalizzare l’attenzione su tre caratteristiche della fenomenologia MOOC: MOOC come movimento sociale, cioè come politica attiva di richiesta di maggiore democratizzazione dell’educazione, MOOC come media vale a dire come artefatto culturale, interfaccia e piattaforma che veicola l’apprendimento e, infine, MOOC come misurazione, come strumentazione (es. dichiarazioni di apprendimento, dati, algoritmi, tool di visualizzazione, cruscotto dati) che consente di monitorare, analizzare e ottimizzare l’efficacia dell’insegnamento e dell’apprendimento online mettendone in evidenza anche i limiti.
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